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Gender in the Vampire Narrative (Teaching Gender)
by Amanda Hobson U. Melissa AnyiwoGender in the Vampire Narrative addresses issues of masculinity and femininity, unpacking cultural norms of gender. This collection demonstrates the way that representations of gender in the vampire narrative traverse a large scope of expectations and tropes. The text offers classroom ready original essays that outline contemporary debates about sexual objectification and gender norms using the lens of the vampire in order to examine the ways those roles are undone and reinforced through popular culture through a specific emphasis on cultural fears and anxieties about gender roles. The essays explore the presentations of gendered identities in a wide variety of sources including novels, films, graphic novels and more, focusing on wildly popular examples, such as The Vampire Diaries, True Blood, and Twilight, and also lesser known works, for instance, Byzantium and The Blood of the Vampire. The authors work to unravel the ties that bind gender to the body and the sociocultural institutions that shape our views of gendered norms and invite students of all levels to engage in interdisciplinary conversations about both theoretical and embodied constructions of gender. This text makes a fascinating accompanying text for many courses, such as first-year studies, literature, film, women’s and gender studies, sociology, popular culture or media studies, cultural studies, American studies or history. Ultimately this is a text for all fans of popular culture.“Hobson and Anyiwo chase the vampire through history and across literature, film, television, and stage, exploring this complexity and offering insightful and accessible analyses that will be enjoyed by students in popular culture, gender studies, and speculative fiction. This collection is not to be missed by those with an interest in feminist cultural studies – or the undead.” – Barbara Gurr, University of Connecticut“Hobson and Anyiwo push the boundaries of the scholarship as it has been written until now.” –Catherine Coker, Texas A&M UniversityAmanda Hobson is Assistant Dean of Students and Director of the Women’s Resource Center at Indiana State University.U. Melissa Anyiwo is a Professor of Politics & History and Coordinator of African American Studies at Curry College in Massachusetts.
Gender in Transnational Knowledge Work (Crossroads of Knowledge)
by Helen PetersonThis is he first edited book on gender issues in transnational business cooperation concerning knowledge work. This area has so far been researched mainly by organizational theorists, with their background in business studies, finance, communication or sociology, and gender has seldom been taken into account in these studies. This book shows how fruitful a gendered take on issues within this area is, both for a deepened understanding of these organizational issues and for a widened understanding of gender issues. The chapters in the book cover a range of themes from a gender perspective; culture, communication, identity work, structures, organizational change, globalization, mobility, resistance, leadership and management, international business, work life balance, education and labour market, policies and value systems. The chapters also demonstrate the multidisciplinarity within gender research itself and how different perspectives on gender can be combined and developed. They on the social constructionist approach of “doing gender”, feminist organization theory, gendered discourse analysis, techno-feminism, and critical studies on men and masculinities. The book provides insights relevant for some of the relevant debates in business, economics, geography, sociology, and gender and women’s studies. While primarily a research volume, the book is also useful for people who develop and manage transnational business relations.
Gender Inequalities in Rural European Communities During 19th and Early 20th Century: A Historical Perspective
by Polly ThanailakiThis book provides an overview of women’s opportunities for schooling, their social activities, and the social biases they faced in rural communities in Greece, Italy and parts of the Balkans during the 19th and early 20th century. It examines such topics as female illiteracy, the efforts of women-protestant missionaries to expand knowledge through Protestantism, the prejudice against education for women, the socio-economic context, the roles women fulfilled, and the structure of the patriarchal family. The book approaches these issues from the perspective of pedagogy and social history. The fundamental questions discussed by the book are: How was female education viewed by the country folk? What was the role of women in the private and the public sphere? How did peasant women respond to the challenges of the ‘modern’ world? Were they free to express their feelings and ambitions? In what way? Were they happy?
Gender Influences in Classroom Interaction
by Louise Cherry Wilkinson Cora B. MarrettEducational Psychology Series: Gender Influences in Classroom Interaction compiles papers presented at a conference funded by the National Institute of Education and held at the Wisconsin Center for Education Research, University of Wisconsin—Madison in October 1983.This book focuses on the interactional influences that may be related to differential classroom experiences for females and males. A diversity of issues that have a bearing on gender-related influences, such as contextual factors and teacher and student characteristics, from both theoretical and empirical perspectives are also deliberated.This compilation is addressed primarily to researchers, but is also useful to teachers, educational policy makers, and others who want to insure every child, regardless of gender or other status, the opportunity of a rewarding and challenging education.
Gender Issues and Philosophy Education: History – Theory – Practice
by Markus Tiedemann Bettina BussmannWith this volume a gap in the philosophical didactics is closed. A historical section initially introduces authors who have determined the gender discourse and at the same time a critical discussion. This is followed by an overview of sexual and gender diversity, its basics and differentiations. Theoretical papers then deal with the relevance of gender research for the self-understanding of philosophical education. Finally, practice-specific contributions demonstrate how topics and aspects of the gender problem can be prepared for different age groups and school types. With 2 lesson plans.
Gender Issues in International Education: Beyond Policy and Practice (Reference Books in International Education)
by Sheena Erskine Maggie WilsonFirst Published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.
Gender Issues In International Education: Beyond Policy And Practice (Reference Books In International Education Ser.)
by Maggie Wilson Sheena ErskineNo synopsis available.
Gender Issues In International Education: Beyond Policy And Practice (PDF) (Reference Books In International Education Ser.)
by Maggie Wilson Sheena ErskineNo synopsis available.
Gender Issues in International Education: Beyond Policy and Practice (Reference Books in International Education)
by Maggie Wilson Sheena ErskineFirst Published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.
Gender Issues in Scandinavian Music Education: From Stereotypes to Multiple Possibilities (ISME Series in Music Education)
by Silje Valde OnsrudGender Issues in Scandinavian Music Education: From Stereotypes to Multiple Possibilities introduces much-needed updates to research and teaching philosophies that envision new ways of considering gender diversity in music education. This volume of essays by Scandinavian contributors looks beyond the dominant Anglo-American lens while confronting a universal need to resist and rethink the gender stereotypes that limit a young person’s musical development. Addressing issues at all levels of music education—from primary and secondary schools to conservatories and universities— topics discussed include: the intersection of social class, sexual orientation, and teachers’ beliefs; gender performance in the music classroom and its effects on genre and instrument choice; hierarchical inequalities reinforced by power and prestige structures; strategies to fulfill curricular aims for equality and justice that meet the diversity of the classroom; and much more! Representing a commitment to developing new practices in music education that subvert gender norms and challenge heteronormativity, Gender Issues in Scandinavian Music Education fills a growing need to broaden the scope of how gender and equality are situated in music education—in Scandinavia and beyond.
Gender Issues in Scandinavian Music Education: From Stereotypes to Multiple Possibilities (ISME Series in Music Education)
by Silje Valde Onsrud Hilde Synnøve Blix Ingeborg Lunde VestadGender Issues in Scandinavian Music Education: From Stereotypes to Multiple Possibilities introduces much-needed updates to research and teaching philosophies that envision new ways of considering gender diversity in music education. This volume of essays by Scandinavian contributors looks beyond the dominant Anglo-American lens while confronting a universal need to resist and rethink the gender stereotypes that limit a young person’s musical development. Addressing issues at all levels of music education—from primary and secondary schools to conservatories and universities— topics discussed include: the intersection of social class, sexual orientation, and teachers’ beliefs; gender performance in the music classroom and its effects on genre and instrument choice; hierarchical inequalities reinforced by power and prestige structures; strategies to fulfill curricular aims for equality and justice that meet the diversity of the classroom; and much more! Representing a commitment to developing new practices in music education that subvert gender norms and challenge heteronormativity, Gender Issues in Scandinavian Music Education fills a growing need to broaden the scope of how gender and equality are situated in music education—in Scandinavia and beyond.
Gender Justice, Education and Equality: Creating Capabilities for Girls' and Women's Development
by Firdevs Melis CinThis book reframes gender and education issues from a feminist and capabilities perspective through a multi-generational study of women as teachers. It explores how different understandings of gender, equality and education generate a variety of approaches with which to pursue gender equality in education. Through employing the capabilities approach in a critical and innovative way to question justice, agency and well-being and also to evaluate valued functionings and capabilities, freedoms and lack of opportunities in women’s lives in Turkey it highlights the need for constructing a gender-just society. The book takes a closer look at these women’s memories, in order to understand how gender roles were created, negotiated and contested, and how the transition to modern ways of socialising and existing was shaped and women’s emancipation was guided by women teachers as social actors, rather than as passive onlookers or oppressed individuals. It provides important insights and critical evidence to be used in the planning and implementation of education and social/gender policies.
Gender Justice, Education and Equality: Creating Capabilities for Girls' and Women's Development
by Firdevs Melis CinThis book reframes gender and education issues from a feminist and capabilities perspective through a multi-generational study of women as teachers. It explores how different understandings of gender, equality and education generate a variety of approaches with which to pursue gender equality in education. Through employing the capabilities approach in a critical and innovative way to question justice, agency and well-being and also to evaluate valued functionings and capabilities, freedoms and lack of opportunities in women’s lives in Turkey it highlights the need for constructing a gender-just society. The book takes a closer look at these women’s memories, in order to understand how gender roles were created, negotiated and contested, and how the transition to modern ways of socialising and existing was shaped and women’s emancipation was guided by women teachers as social actors, rather than as passive onlookers or oppressed individuals. It provides important insights and critical evidence to be used in the planning and implementation of education and social/gender policies.
Gender Lessons: Patriarchy, Sextyping & Schools (Teaching Gender #0)
by Scott RichardsonPublic schools in early America were designed to ensure the reproduction of Eurocentric social values. It could be argued that little has changed. Gender Lessons takes an in-depth look at how schools institutionalize gender—how kids are taught the rules and expectations of performing masculinity and femininity. This work provides extensive examples of how elementary, middle, and high schools: sextype; defend and preserve patriarchy; weave gendered expectations in all things school related; promote inequity; and limit their students’ potential by explicitly and implicitly teaching that they must fit into only one of two boxes…“girl” or “boy.” Richardson argues that schools—a powerful and wide reaching publicly funded mechanism—should be engaged in social (re)imagination that disbands the antiquated girl/boy and feminine/masculine binary so that kids might have a chance at being themselves. This book is sure to provoke conversation in courses and professional communities interested in education, gender studies, social work, sociology, counseling and guidance. “In the 1970s, feminists fought to reform sexist school curricula and challenged taken-for-granted tracking of boys and girls. Forty years later, drawing from personal experiences and insightful research in schools, Scott Richardson shows us that the job is far from finished. Informal interactions and stubborn sexist beliefs about gender difference still press girls and boys in primary, middle and high schools into different—and highly constraining—gender boxes. Anyone who cares about taking the next steps toward gender equality in schools will find in Gender Lessons a useful and hopeful map to a better future for our kids.” – Michael A. Messner, Ph.D., Professor of Sociology and Gender Studies at the University of California, Berkeley and author of Some Men: Feminist Allies and the Movement to End Violence Against Women “This book is unique in that it includes data from elementary, middle, and high schools from both students’ and teachers’ perspectives. These examples are familiar to anyone working in K-12 schools, but his analysis offers a new lens for many that can expose the frustrating and often heartbreaking nature of these taken-for-granted cultural norms.” – Elizabeth J. Meyer, Ph.D., Assistant Professor of Education at California Polytechnic State University and author of Gender and Sexual Diversity in Schools
Gender Literacy & Curriculum
by Alison LeeFirst Published in 1996. Routledge is an imprint of Taylor & Francis, an informa company.
Gender, Literacy, Curriculum: Rewriting School Geography (Critical Perspectives On Literacy And Education Ser.)
by Alison LeeFirst Published in 1996. Routledge is an imprint of Taylor & Francis, an informa company.
Gender Literacy & Curriculum: Rewriting School Geography (Critical Perspectives On Literacy And Education Ser.)
by Alison LeeFirst Published in 1996. Routledge is an imprint of Taylor & Francis, an informa company.
Gender, Literacy, Curriculum: Rewriting School Geography
by Alison LeeFirst Published in 1996. Routledge is an imprint of Taylor & Francis, an informa company.
Gender, Management and Leadership in Initial Teacher Education: Managing to Survive in the Education Marketplace? (Palgrave Studies in Gender and Education)
by Barbara ThompsonThis book highlights the difficulties that women working as managers and leaders in initial teacher education face. Teacher education is at the forefront of education reforms and yet little is known about the professional lives of those who work within it. Whereas many women are moving into positions of authority in teacher training, some existing women managers are being marginalized within new internally differentiated layers of managerial structures. Yet other female managers, mainly new appointees, seem to endorse the discourses associated with new managerialist practices. Simultaneously some women who manage in teacher training are engaged in a struggle for survival individually and professionally. In the main, men seem to be missing from authority positions and will conclude that, in the current climate, the management of teacher training is ‘no job for a man’.
Gender, Masculinities and Lifelong Learning
by Marion Bowl Robert Tobias Jennifer Leahy Graeme Ferguson Jeffrey GageGender, Masculinities and Lifelong Learning reflects on current debates and discourses around gender and education, in which some academics, practitioners and policy-makers have referred to a crisis of masculinity. This book explores questions such as: Are men under-represented in education? Are women outstripping men in terms of achievement? What evidence supports the view that men are becoming educationally disadvantaged? Drawing on research from a number of countries, including the UK, Australia, New Zealand and Canada, the contributors' discuss a range of issues which intersect with gender to impact on education, including structural factors such as class, ethnicity and age as well as colonisation and migration. The book provides evidence and argument to illuminate contemporary debates about the involvement of men and women in education, including: The impact of colonisation on the gendering of education and lifelong learning International surveys on men, women and educational participation Gender, masculinities and migrants’ learning experiences Boys-only classes as a response to ‘the problem of underachieving boys’ Men’s perspectives on learning to become parents Community learning, gender and public policy Older men’s perspectives on (re-)entering post-compulsory education The book goes on to suggest the implications for practice, research and policy. Importantly, it critically addresses some of the taken-for-granted beliefs about men and their engagement in lifelong learning, presenting new evidence to demonstrate the complexity of gender and education today. With these complexities in mind, the authors provide a framework for developing further understanding of the issues involved with gender and lifelong learning. Gender, Masculinities and Lifelong Learning will be of interest to any practitioner open to fresh ideas and approaches in teaching and programming connected with gender and education.
Gender, Masculinities and Lifelong Learning
by Jeffrey Gage Marion Bowl Robert Tobias Jennifer Leahy Graeme FergusonGender, Masculinities and Lifelong Learning reflects on current debates and discourses around gender and education, in which some academics, practitioners and policy-makers have referred to a crisis of masculinity. This book explores questions such as: Are men under-represented in education? Are women outstripping men in terms of achievement? What evidence supports the view that men are becoming educationally disadvantaged? Drawing on research from a number of countries, including the UK, Australia, New Zealand and Canada, the contributors' discuss a range of issues which intersect with gender to impact on education, including structural factors such as class, ethnicity and age as well as colonisation and migration. The book provides evidence and argument to illuminate contemporary debates about the involvement of men and women in education, including: The impact of colonisation on the gendering of education and lifelong learning International surveys on men, women and educational participation Gender, masculinities and migrants’ learning experiences Boys-only classes as a response to ‘the problem of underachieving boys’ Men’s perspectives on learning to become parents Community learning, gender and public policy Older men’s perspectives on (re-)entering post-compulsory education The book goes on to suggest the implications for practice, research and policy. Importantly, it critically addresses some of the taken-for-granted beliefs about men and their engagement in lifelong learning, presenting new evidence to demonstrate the complexity of gender and education today. With these complexities in mind, the authors provide a framework for developing further understanding of the issues involved with gender and lifelong learning. Gender, Masculinities and Lifelong Learning will be of interest to any practitioner open to fresh ideas and approaches in teaching and programming connected with gender and education.
Gender Matters in Schools
by John DarlingEqual opportunities for girls is the subject of this far-reaching and topical study. The author analyses educational provision in the decades following the passing of the Sex Discrimination Act, and asks whether the school curriculum is male-orientated. Are women still presented as the second sex? Are they, as has been suggested, almost invisible? Is the language of the classroom sexist? Despite many apparent handicaps, however, girls actually achieve more examination passes than boys. There is therefore a problem of squaring up the disadvantages shown up in girls' experiences of schooling and the measurable outcome of that process - a conflict which this engaging text seeks to address.
Gender, Participation and Silence in the Language Classroom: Sh-shushing the Girls
by A. JuleIn this first-hand study of the relationship of gender, ethnicity and the participation of children within an English-language teaching classroom, Julé re-assesses Lacan's approach to belonging with other theoretical approaches to gender and language, making use of case-study methods. She asks key questions: Are there observable tendencies in the way that boys and girls receive and use talk in the classroom? How might such tendencies be constructed or encouraged within an ESL classroom, where gender and ethnicity intersect in particular ways?
Gender Pedagogy: Teaching, Learning and Tracing Gender in Higher Education (Palgrave Studies in Gender and Education)
by E. HendersonWhen addressed in its full reactive potential, gender has a tendency to unfix the reassuring certainties of education and academia. Gender pedagogy unfolds as an account of teaching gender learning that is rooted in Derrida's concept of the 'trace', reflecting the unfixing properties of gender and even shaking up academic knowledge production.
Gender Perspectives on Vocabulary in Foreign and Second Languages
by Rosa Mª Jiménez CatalánA collection of empirical studies on gender and the acquisition, development, meaning and use of vocabulary by female and male adult, adolescent, and young learners of English and Spanish as a second or foreign language. Up-to-date research identifies relationships between gender and vocabulary in a language classroom context.